ASSESSMENT OF LAKE CHAD RESEARCH INSTITUTE ADOPTED SCHOOLS SCHEME FOR DISSEMINATION OF IMPROVED AGRICULTURAL TECHNOLOGIES IN BORNO STATE, NIGERIA

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1 ASSESSMENT OF LAKE CHAD RESEARCH INSTITUTE ADOPTED SCHOOLS SCHEME FOR DISSEMINATION OF IMPROVED AGRICULTURAL TECHNOLOGIES IN BORNO STATE, NIGERIA IBRAHIM, A.A., S.B. MUSTAPHA* AND B.T. MAMZA Department of Agricultural Extension Services, University of Maiduguri, Nigeria * ABSTRACT The study assessed adopted schools scheme under Lake Chad research institute on the dissemination of improved agricultural technologies in Borno State, Nigeria. Primary data were mainly used for the study. Structured interview schedules were administered to all the 60 beneficiaries in the adopted secondary schools (Sanda Kyarimi and Government College, Maiduguri) in Borno State. Data were analysed by the use of frequencies, percentages and mean scores. The results showed that the level of awareness of improved agricultural technologies was high. However, the level of perceived effectiveness of the adopted schools scheme was reported as low among the respondents. The most important problem affecting the effective performance of the adopted schools scheme was poor access to farm inputs. The study contributes to knowledge due to the fact that the ascertained effectiveness of the adopted schools scheme could create avenue for improved dissemination of farm technologies by the Lake Chad Research Institute. The study recommended that farm inputs should be provided adequately as at when due which could be supported through improved agricultural extension services in the study area. Key words: Adopted Schools, Dissemination, Technologies, Research Institute 1.0 INTRODUCTION 1.1 Background of the study Lake Chad Research Institute (LCRI), Maiduguri has the national mandate for the genetic improvement of crop and livestock in the Northeast Agro-ecological zone covering Adamawa, Bauchi, Borno, Gombe, Taraba and Yobe States. The institution serves as the zonal coordinating institute for the implementation of Research Extension Farmer - Input-Linkage System (REFILS) in the zone. The institute in collaboration with the Agricultural Research Council of Nigeria (ARCN), Abuja established the Agricultural Research Outreach Centers (AROCs) in two secondary schools in Borno State, within twenty kilometer radius of the institute (LCRI 2009). The two secondary schools were Sanda Kyarimi secondary school, Maiduguri and government college, Maiduguri. In 2009, the institute was able to extend technological packages for the production 1 of crop and livestock to secondary schools in addition, an orchard comprising of guava and pawpaw seedlings were established for the schools. Nigeria, like many other developing countries can boast of many agricultural research institutes in the country. These agricultural research institutes, together with the universities have developed a huge body of technological information and know how, when and which one may be put into practice on the farms might lead to significant increase in agricultural productivity. Creditable as this may be, only a very insignificant fraction of the teaming millions of the peasant farming population adopt the available technologies (Subair 2000). Among many factors that contribute to growth in agricultural production, technology could be the most important. The rate of adoption of a new technology is subject to its profitability and the degree of risk and uncertainty associated with, and it is highly influenced by the capital

2 requirement, agricultural policies, and the socioeconomic characteristics of farmers. Adekunle et al. (2002) stated that information dissemination is a critical tool for promoting national development. Based on this understanding, the federal government has designed several structures to implement several programmes geared towards efficient and effective information dissemination in the country. Among such are Agricultural Extension Research and Liaison Services (AERLS), the extension services of the Agricultural Development Projects (ADPs), Ministries of agriculture at both State and Federal levels, Media forum for agriculture, Cooperative Extension Centres (CEC) of Universities and the public enlightment units of agricultural research institutes to ensure that farmers get to know and adopt agricultural innovations revelent to their situations (Aina 2006). Ani (2007) pointed out that one of thrusts of extension is to convey information and research-findings to resource-poor farmers. The spread of farm information and subsequent adoption of same by farmers is the primary responsibility of extension services all over the world. Regrettably, however, agricultural extension systems are poorly managed and lack essential resources to adequately take research findings to rural farmers (Odoemenem and Obinne 2010). Todate, efforts by extension system to transfer technologies to farmers have not yielded tangible results (Koyenikan 2008). Thus, farmers seldom feel the impact of agricultural innovation either because they have no access to such vital information or because it is poorly disseminated. The primary responsibility of Lake Chad Research Institute (LCRI) is the development of improved technologies to solve the major production constraints faced by farmers (LCRI 2009). Adopted Schools Scheme was introduced to the National Agricultural Research Institutes (NAR1S) by Agricultural Research Council of Nigeria. Most research institutes identified the secondary schools during the National Agricultural Research Project (NARP) era but subsequently after NARP when the finds dwindled, they were unable to catty out activities in these adopted schools. The ARCN in 2008 issued a directive to the NARIs to re - implement the Adopted Schools Scheme with the renewed vigor to help in the early evaluation and dissemination of improved technologies emanating from in the Research Institutes (IAR and T 2009:6). In line with the directives of the Agricultural Research Council of 2 Nigeria (ARCN) on the implementation of the outreach centres, the LCRI has established the Adopted Schools Scheme around its 20 kilometer radius for the purpose of establishing AROCs. The main purpose of this is to ensure that impact of Agricultural Research and Training is felt in these schools. The NARIs, is therefore requested to ensure the following in each of these schools: (a) A resource center with up-to-date information on various aspects of agriculture; (b) Provision of agricultural bulletins, guides, CDs, videos, text books and other materials; (c) Empower the identified schools with relevant technologies and facilities; (d) Promote modern agriculture and value addition in school farms; (e) Organize excursion for the students, practical training and demonstration for the students; (f) Formation of the students into young farmers clubs; Therefore, it was found imperative to assess the Lake Chad Research Institute Adopted Schools Scheme for dissemination of improved farm technologies among beneficiaries in Borno Slate. 1.2 Statement of the problem Recently, the high output of agricultural research has led to a large pool of new agricultural technologies, which are yet to be disseminated to farmers (Adekunle et al 2002). Within the past two decades, there has been a burst of research activities in the area of agriculture in Nigerian Universities and Agricultural Research Centres located around the country. Aina (2006) pointed out that most of these innovations do not reach the farmer s field because the medium for dissemination in use is not effective in West Africa in general and Nigeria in particular. One serious constraint to agricultural development is limited access to information (Oladele and Fawole 2007). The non provision of agricultural information to the beneficiaries is a key fact that has greatly limited agricultural development in many African countries and has impaired the visibility and relevance of many research and development organizations (Odoemenem and Obinne 2010). Ani and Undiandeye (2001) pointed out that, many small scale farmers would have loved to increase their production but the constraint have always been limited access to modern technologies that are designed to boost production. This is because the process of increasing the efficiency of agricultural production through agricultural

3 modernization depends mainly on the extent to which farmers can incorporate improved agricultural technologies in to their farming operations. Unfortunately, most of these technologies do not reach the farmer s field because the medium for information dissemination in use is not quite effective. Technology transfer by public sector organizations, especially extension departments is generally considered ineffective. Oladele and Fawole (2007) stated that due o growing dissatisfaction with extension departments, there has been increasing trend in recent years for research institutions to be directly involved in transfer of technology. However, there has not been any empirical study into the assessment of Lake Chad Research Institute Adopted Schools Scheme in dissemination of improved farm technologies in Borno State. This study was therefore designed to provide empirical information on the Adopted Schools Scheme in dissemination farm technologies among beneficiaries in Borno Slate. Therefore, the following were the research questions the study sought to answer: i. What were the levels of awareness of improved farm technologies among beneficiaries of the Scheme? ii. What were the perceived levels of effectiveness of the methods of dissemination of improved farm technologies by the beneficiaries of the scheme? iii. What were the problems affecting the effective performance of the Adopted School Scheme? 1.3 Objectives of the Study The main objective of the study was to assess Lake Chad Research Institute Adopted Schools Scheme for dissemination of farm technologies among beneficiaries in Borno Slate. The specific objectives of the study were to: (i) assess the level of awareness of improved farm technologies among beneficiaries of the Scheme; (ii) determine the perceived level of effectiveness of the methods of dissemination of improved farm technologies by the beneficiaries of the scheme; and (iii) identify the problems affecting the effective performance of the Adopted School Scheme among the beneficiaries METHODOLOGY The study was conducted in the two secondary schools (Sanda Kyarimi Secondary School and Government College) which are located within Maiduguri Metropolis, the capital of Borno State, Nigeria. The sample frame for the study was the beneficiaries of the Adopted Schools Scheme in both Government College and Sanda Kyarimi secondary school Maiduguri areas respectively. Both primary and secondary data were used for the study. The primary data was generated using well structured questionnaires. The secondary information was from journals, seminar papers and text books. Data were collected using purposive sampling technique. The sample frame was used as the sample size. All the 60 beneficiaries of the Adopted Schools Scheme in both Schools (Sanda Kyarimi and Government College) were considered purposively in the study. The list of the beneficiaries was obtained from Lake Chad Research Institute, Maiduguri. The data collected were subjected to analysis using descriptive statistical tools. Descriptive statistics such as frequency distribution and percentages was used in achieving objective (i), while Likert- type rating scale was used to measure the mean scores to achieve objectives (ii) and (iii respectively. The mean scores as used by Ani (2007) were measured as follows: Rating scale Point(s) High (3 points) Medium (2 points) Low (1 point) The mean scores obtained were interpreted as: Mean score range Interpretation l.55 Low Medium 2.56 High 3.0 RESULTS AND DISCUSSION 3.1 Awareness of Improved Farm Technologies among Respondents The improved farm technologies studied were presented in Table 1.The results indicated that majority of the respondents were aware high yielding crop varieties(93.33%), early maturing crop varieties(56.67%), drought tolerant crop varieties(65.00%), recommended weeding frequency(70.00%), recommended fertilizer application(85.00%) and high yielding livestock

4 varieties(53.33%). This could be attributed to high level of mobilization of the beneficiaries by the scheme in dissemination of the farm technologies. This was in line with Ani (2007) who reported that variety of methods use in teaching could lead to increased awareness of farmers and consequently on their level of adoption. The implication could be that the beneficiaries could have increased adoption and productivity which might consequently improve their living standards. 3.3 Problems Affecting the Effective Performance of the Adopted Schools Scheme Problems affecting the performance of the Scheme by respondents were assessed by mean scores as presented in Table 3. Variables studied were poor access to credit facilities, high cost of inputs, unavailability of inputs, poor participation by beneficiaries, poor Level of education of beneficiaries and poor extension services. The study reported low level of awareness of farm technologies by respondents with regards to pest and disease tolerant livestock varieties (35.00 %) and artificial insemination (20.00%). It could be observed that the low level of awareness was recorded for livestock farm technologies by the respondents. This could be explained due to the fact that accessibility of improved farm technologies is more costly as compared to that of crop production technologies. Also, the management and production techniques are easier to be comprehended in crop than that of livestock; such as the artificial insemination techniques. 3.2 Level of Effectiveness of Method of Dissemination of the Scheme This section shows all the methods used in dissemination of improved farm technologies to the respondents and the perceived effectiveness of the methods were described by mean scores as presented in Table 2. Variables studied include; lecture/speech, group discussion, farmers field school, result demonstration and method demonstration. The result revealed that all the methods of dissemination of the scheme were perceived to be low level of effectiveness. This was in line with what Ephraim (2008) who reported that if effectively planned and carried out; methods of dissemination of dissemination of farm information might not be effective method in teaching farmers. Therefore, it could be implied that the method used by the Scheme in dissemination of improved farm technologies were less effective in the study area. This could be reflected in the level of adoption of farm technologies being disseminated by the scheme, which consequently affects the living standards of the respondents. 4 Result of the mean scores revealed that the problem that highly affecting effective performance of the Adopted Schools Scheme were poor access to credit facilities (mean score = 2.86), unavailability of inputs (mean score = 2.72) and poor extension services (mean score = 2.63). The implication could be that the poor access to credit facilities, unavailability of inputs and poor extension services might affect the level of adoption of improved farm technologies being disseminated among the beneficiaries of the scheme. This could consequently affect the effective performance of the scheme. The finding supports that of Ani and Undiandeye (2001) that poor access to credit facilities and unavailability of inputs could hinder the adoption of improved agricultural technologies. In the same vein, Adekunle et al. (2002) reported that poor extension services could amount to poor adoption of farm technologies which could reflect in poor farm output and low standard of living. 4.0 CONCLUSION The study established that the level of awareness of improved farm production technologies among the respondents was high. The study reported that the level of effectiveness of method of dissemination of the scheme was rated as low by respondents. This could be attributed to the most important problems perceived by respondents to include poor access to credit facilities, unavailability inputs and poor extension services. 5.0 RECOMMENDATIONS Based on the findings of the study, the following recommendations were made in improving the effectiveness of the Adopted School Scheme in dissemination of improved farm technologies in the study area: 1. LCRI should provide adequate modern facilities in the school so as to enable the youths to engage in agriculture with a view to

5 contributing their efforts in agricultural productivity. These could include television, newspapers/magazines, computers and internet facilities. 2. The provision of basic farm inputs such as fertilizer, insecticides, herbicides, improved crop/livestock varieties, etc. should be made adequate at free of charge to enable beneficiaries take advantage of the scheme. 3. LCRJ should see to it that technologies developed arc not only economically viable, technologically feasible, socially acceptable, economically adoptable, but also culturally compatible with the existing agricultural practices and norms of the respondents. 4. Provision for loan disbursement should be made under the scheme so as to empower the beneficiaries to adopt and disseminate improved technologies in the study area. REFERENCES 1. Adekunle, A.A; Onlyibe, J.E., Ogunyinka, O.M., Omenesa, Z.E., Auta, S.I., and Kuyello, A. A. Agricultural Information Dissemination: An Audience survey in Kano State. Information and Communication support for Agricultural Growth in Nigeria (TCS Nigeria).IITA,Ibadan, Nigeria, Agricultural Research Council of Nigeria (ARCN).Implementation of the Adopted Schools Scheme & Agricultural Research Outreach Centers (AROCs) and Colleges of Agriculture (CAs). Draft Document, Ani, A.O. Agricultural Extension: A Pathway for Sustainable Agricultural Development Loud Books Apani Publications, Ibadan, Ani, A.O. and Udiandeye, U.C. Assessment of Farmers Adoption of Improved Agricultural Technology in Soybean production in Michika LG.A, Adamawa State, Nigeria. Journal of Arid Agriculture 11, 2001, Service Linkage: In Forging Partnerships between Libraries and Extension Services for improved Access to Agricultural Information.World Library and Information Congress: General Conference and Council, 20 th -24 th August, Ephraim, B. Extension Methodologies in: Specialized Training Course on Crop Production Enterprises for Unemployed Agricultural Advisory Service Providers: Lake Chad Research Institute Maiduguri, Institute for Agricultural Research and Training (IAR&T).Institute for Agricultural Research and Training Adopted School Scheme Accessed on 11/03/2010, Koyenikan, M.J.Issues for Agricultural Extension Policy in Nigeria. Journal of Agricultural Extension, Vol.12(2), Lake Chad Research Institute (LCRI). Introducing Lake Chad Research Institute, Maiduguri. LCRI Brochure, Revised Edition, Odoemenem, I. U. and Obinne, C.P. Assessing the Factors Influencing the Utilization of Improved Cereal Crop Production Technologies by Small Scale Farmers in Nigeria. Indian Journal of Science and Technology, vol.3 No.1, Oladele, O.A. and Fawole, P.O. Farmers Perception of the Relevance of Agricultural Technologies in South- Western Nigeria. Journal of Human Ecology, 21 (3), Subair, F. T. Assessment of Farmers Adoption of Improved Agricultural Technology on Groundnut Production in Askira - Uba Local Government Area of Borno State, Nigeria. Journal of Arid Agriculture 11,2000, Aina, L. O.Information Provision to Farmers in Africa: The Library Extension 5

6 Table 1: Distribution of respondents by awareness of farm technologies Variables Frequency* Percentage* High yielding crop varieties Early maturing crop varieties Pest and disease tolerant crop varieties Drought tolerant crop varieties Recommended planting time Pest and disease tolerant livestock varieties Recommended plant spacing Heat tolerant livestock varieties Recommended weeding frequency Recommended fertilizer application Recommended harvesting time High yielding livestock varieties Early maturing livestock varieties Artificial insemination Source: Field survey, 2013 *Multiple responses exists Table 2: Distribution of respondents by level of effectiveness of methods of dissemination of the scheme Variable Mean score Remark Lecture/speech 1.45 Low Group discussion 1.79 Medium Farmers field school 1.69 Medium Result demonstration 1.50 Low Method demonstration 1.38 Low Source: Field survey, 2013 Table 3: Distribution of respondents by problems affecting performance of the Scheme Variable Mean score Remark Poor access to credit facilities 2.86 High High cost of inputs 1.96 Medium Unavailability of inputs 2.72 High Poor Participation by beneficiaries 1.98 Medium Poor Level of education of beneficiaries 1.93 Medium Poor extension services 2.63 High Source: Field survey,